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Explains and gives examples of base words. Gives students opportunities to determine the base word in a given word. Also, explains the meaning of the word using the base word and affixes.

3-3.2 Use base words and affixes to determine the meanings of words. (See Instructional Appendix: Prefixes and Suffixes.) 4-3.2 Use base words and affixes to determine the meanings of words. (See Instructional Appendix: Prefixes and Suffixes.)

Offers practice in a PASS-like format. Read the sentences and choose the synonym for the unknown underlined word, using context clues. Answers are revealed with a click.

3-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues. 4-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that provide an example or a definition).5-3.1 Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.

Offers practice in a PASS-like format. Read the sentences and choose the synonym for the unknown underlined word, using context clues. Answers are revealed with a click.

3-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues. 4-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that provide an example or a definition).5-3.1 Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.

In a multiple-choice format, gives the students practice detemrining the meaning of the underlined word. Answers are revealed with a click.

3-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues. 4-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that provide an example or a definition).5-3.1 Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.

Explains idioms, gives examples of idioms, and gives students practice determining the meaning of an idiom within a sentence. Ends with several illustrated examples of idioms, great for classroom discussion.

3-3.3 Interpret the meaning of idioms encountered in texts.4-3.3 Interpret the meaning of idioms encountered in texts.5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.

Provides pictures and descriptions of each important person of the Civil War that are "essential" for 4th graders to know. Great for prompting more class discussion about these important people.

4-6.2 Summarize the roles and accomplishments of the leaders of the abolitionist movement and the Underground Railroad before and during the Civil War, including those of Harriet Tubman, John Brown, Frederick Douglass, Harriet Beecher Stowe, Sojourner Truth, and William Lloyd Garrison. (H, P)4-6.5 Compare the roles and accomplishments of key figures of the Civil War, including Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, and Robert E. Lee. (H, P)

Provides explanation of all events leading to the Civil War that are considered "essential" for 4th graders.

4-6.3 Explain how specific events and issues led to the Civil War, including the sectionalism fueled by issues of slavery in the territories, states’ rights, the election of 1860, and secession. (H, G, E)

Provides explanation of all significant battles and turning points of the Civil War that are considered "essential" for 4th graders.

4-6.4 Summarize significant key battles, strategies, and turning points of the Civil War—including the battles of Fort Sumter and Gettysburg, the Emancipation Proclamation, the significance of the Gettysburg Address, and the surrender at Appomattox—and the role of African Americans in the War. (H, G, E)

Provides explanation of the differences between the North and South that are considered "essential" for 4th graders.

4-6.1 Compare the industrial North and the agricultural South prior to the Civil War, including the specific nature of the economy of each region, the geographic characteristics and boundaries of each region, and the basic way of life in each region. (G , E, H)

3-2.7 Explain the transfer of the institution of slavery into South Carolina from the West Indies, including the slave trade and the role of African Americans in the developing plantation economy; the daily lives of African American slaves and their contributions to South Carolina, such as the Gullah culture and the introduction of new foods; and African American acts of resistance against white authority. (H, E, P, G)

4-1.1 Explain the political, economic, and technological factors that led to the exploration of the New World by Spain, Portugal, and England, including the competition between nation-states, the expansion of international trade, and the technological advances in shipbuilding and navigation. (E, G, H, P)

3-3.2 Summarize the key conflicts and key leaders of the American Revolution in South Carolina and their effects on the state, including the occupation of Charleston by the British; the partisan warfare of Thomas Sumter, Andrew Pickens, and Francis Marion; and the battles of Cowpens and Kings Mountain. (H, P, G)

3-5.6 Summarize the key events and effects of the civil rights movement in South Carolina, including the desegregation of schools (Briggs v. Elliott) and other public facilities and the acceptance of African Americans’ right to vote. (P, H)

3-1.1 Identify on a map the location and characteristics of significant physical features of South Carolina, including landforms; river systems such as the Pee Dee River Basin, the Santee River Basin, the Edisto River Basin, and the Savannah River Basin; major cities; and climate regions. (G)

3-1.1 Identify on a map the location and characteristics of significant physical features of South Carolina, including landforms; river systems such as the Pee Dee River Basin, the Santee River Basin, the Edisto River Basin, and the Savannah River Basin; major cities; and climate regions. (G)

Provides information, photographs, and links to teach your students about South Carolina's symbols.

Indirectly impacts3-1.1 Identify on a map the location and characteristics of significant physical features of South Carolina, including landforms; river systems such as the Pee Dee River Basin, the Santee River Basin, the Edisto River Basin, and the Savannah River Basin; major cities; andclimate regions. (G)

Provides and explains "essential information" for this 4th grade standard.

4-5.4 Explain how territorial expansion and related land policies affected Native Americans, including their resistance to Americans’ taking over the land, breaking treaties, and massacring the Native American people; the Indian Removal Act of 1830; and the Seminole Wars. (H, G, E)

Provides and explains "essential information" for this 4th grade standard.

4-5.1 Summarize the major expeditions and explorations that played a role in westward expansion—including those of Daniel Boone, Lewis and Clark, and Zebulon Pike—and compare the geographic features of areas explored. (G, H)

Provides and explains "essential information" for this 4th grade standard.

4-5.7 Explain how specific legislation and events affected the institution of slavery in the territories, including the Northwest Ordinance of 1787, the Missouri Compromise, the annexation of Texas, the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision. (H, G)

Provides and explains "essential information" for this 4th grade standard.

4-5.3 Summarize the events that led to key territorial acquisitions—including the Louisiana Purchase, the Florida Purchase, the Northwest Territory treaty, the annexation of Texas, and the Mexican Cession—as well as the motives for these acquisitions and the location and geographic features of the lands acquired. (G, E, H)

Provides and explains "essential information" for this 4th grade standard.

4-5.2 Explain the motives for the exploration in the West and the push for westward expansion, including the concept of manifest destiny, economic opportunities in trade, and the availability of rich land. (G, E, H)

Provides and explains "essential information" for this 4th grade standard.

4-5.6 Compare the experiences of different groups who migrated and settled in the West, including their reasons for migrating, their experiences on the trails and at their destinations, the cooperation and conflict between and among the different groups, and the nature of their daily lives. (H, G, E)